Teaching clinicians practical genomic medicine: 7 years’ experience in a tertiary care center

Rachel Michaelson-Cohen, Liat Salzer-Sheelo, Rivka Sukenik-Halevy, Arie Koifman, Avi Fellner, Adi Reches, Daphna Marom, Doron M. Behar, Efrat Sofrin-Drucker, Gal Zaks-Hoffer, Monika Weiss-Hubshmann, Naama Oresntein, Nesia Kropach-Gilad, Noa Rhurman-Shahar, Noa Shefer Averbuch, Nurit Magal, Lily Bazak, Sagi Josefberg, Reut Matar, Yael GoldbergMordechai Shohat, Lina Basel-Salmon, Idit Maya

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Purpose: Increased implementation of complex genetic technologies in clinical practice emphasizes the urgency of genomic literacy and proficiency for medical professionals. We evaluated our genomic education model. Methods: We assessed the 5-day, extended format program, encompassing lectures, videos, interactive tests, practice cases, and clinical exercises. Pre- and post questionnaires assessed knowledge change, using t-tests to compare groups. Satisfaction on program completion and after 3 years were evaluated. Implementation in other centers determined acceptability. Results: During 2012–2018, 774 clinicians from multiple disciplines and career stages attended 35 programs; 334 (43%) attended the 5-day extended format. Evaluations showed significant improvement of genomic literacy (mean 15.05/100 points, p < 0.001). Residents initially had higher scores than specialists (pre: 66.3 ± 17.3 vs. 58.7 ± 16.6, respectively, p = 0.002); both significantly improved, with specialists “catching up” (post: 79.1 ± 17.2 vs. 75.7 ± 15.9, nonsignificant (NS)); there was a similar trend between fellows and subspecialists (pre: 70 ± 18 vs. 59.4 ± 16.4, respectively, p = 0.007; post: 78.6 ± 16.4 vs. 73.2 ± 17.7, respectively, NS). Younger specialists (≤10 years residency) had significantly higher pre- and post scores. Absolute improvement in scores did not depend on medical specialties. Conclusion: Our program is effective in improving genomics literacy for clinicians, irrespective of career length or expertise, and could be a model for improving skills in practical genomics for all medical professionals.

Original languageEnglish
Pages (from-to)1703-1709
Number of pages7
JournalGenetics in Medicine
Volume22
Issue number10
DOIs
StatePublished - 1 Oct 2020

Keywords

  • complex genetic technologies
  • genetics education
  • next-generation sequencing (NGS)
  • teaching clinicians
  • training genomic literacy

ASJC Scopus subject areas

  • Genetics(clinical)

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